在线教育环境下大学生英语学习动机与自我调控学习研究被引量：8

Exploring English language learners’ motivation and self-regulation in online learning environments

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摘要大规模在线教育环境中,学生的学习动机与自我调控是影响学习效果的重要因素,深入分析两者间的内在联系具有重要意义。本研究以423名高校英语学习者为研究对象,通过混合方法探究学生学习动机与在线自我调控学习间的关系。本研究依托二语动机自我系统、自我调控学习与活动理论,揭示了英语学习动机与在线自我调控学习的复杂联系,总结了高效英语学习者在线自我调控的具体策略与特征。聚类分析结果显示,根据学习动机的差异,学习者表现为“高投入型”“兴趣导向型”“工具驱动型”与“低参与型”四大类。方差分析表明,四类学习者的自我调控学习存在较大差异。高效的英语学习者善于协调工具、角色与规则间的关系,通过主客体间的有效互动,开展自我调控学习。研究结果有助于深入理解在线教育环境中学生的学习心理与学习行为,为提升在线英语的教学效果提供启示。 English language learners’ motivation and self-regulation are critical factors for the effectiveness of online education on a massive scale. It is meaningful to conduct an in-depth investigation into the structural relations between the two constructs. 423 university students are invited to participate in this study. Mixed-methods are applied to explore the interactions between learners’ motivation and their online self-regulated learning. Drawing upon second language motivational self-system,self-regulated learning, and activity theory, this research reveals significant relations between learners’ motivation and selfregulated learning, and further elaborates high-achieving students’ self-regulated learning strategies in online learning environments. According to learners’ varying motivational profiles, learners are clustered into four different groups, namely the highcommitment group, the interest-oriented group, the instrumentality-driven group, and the low-engagement group. The one-way ANOVA reveals the variance in their online self-regulated learning. Results indicate that high-achieving learners are good at regulating mediating resources, and achieve positive learning outcomes through their effective interaction with the socio-cultural factors. This study provides us with a refined understanding of language learners’ mindsets and behaviors in online learning environments. Pedagogical implications are summarized to improve the effectiveness of online English language education.

作者郑春萍高梦雅许玲玉陈旭 Zheng Chunping;Gao Mengya;Xu Lingyu;Chen Xu

机构地区北京邮电大学人文学院北京市密云区第六中学

出处《西安外国语大学学报》 CSSCI 北大核心 2022年第3期67-72,共6页 Journal of Xi’an International Studies University

基金国家社会科学基金项目“高校英语学习者在线自我调控学习的理论构建与教学干预研究”(项目编号:19BYY221)的阶段性研究成果。

关键词学习动机自我调控学习在线自我调控学习混合方法聚类分析 motivation self-regulated learning online self-regulated learning mixed-methods approach cluster analysis

分类号 H319 [语言文字—英语]